Effect of Problem- Based Learning on Iranian EFL Learners' Argumentative Writing Performance
محورهای موضوعی : نشریه زبان و ترجمه
Somaieh Abdollahzadeh
1
,
Saeideh Ahangari
2
,
Mahnaz Saeidi
3
1 - Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
2 - Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
3 - Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
کلید واژه: Argumentative Writing, Learner-Centered Teaching Approach, Problem-Based Learning, Process Writing Approach, Writing Skill,
چکیده مقاله :
Teaching and development of writing skill in foreign language education is very important, but it has been regarded as a challenging task for some teachers especially in the context of teaching English as a Foreign Language, In this respect, different teaching approaches, including Problem-Based Learning (PBL) have been developed to help learners improve their writing skills. This study sought to investigate the effect of problem-based learning on Iranian EFL learners’ argumentative writing performance. To fulfill the above purpose 46 EFL upper intermediate female learners within the age range of 16-18 were selected through a convenience sampling design, out of a population of 73 learners, based on their performance on a First Certificate in English test (FCE). Then, they were randomly assigned into two groups of problem-based and traditional product- based group. Both groups took a pretest at the beginning of the study to measure the amount of pre-existing knowledge on argumentative writing performance including its components of (Generic features, syntactical language, and spelling) and a post-test in the end to check the effectiveness of the treatment applied. PBL group benefited from PBL method and the control group received traditional writing instruction method. The results of the study, based on the analysis of covariance, indicated that PBL group outperformed the control group in writing performance, including its component of generic features, syntactical language, and spelling. Teachers, EFL learners, material developers, and syllabus designers can be the beneficiaries of this inquiry's outcomes.
Teaching and development of writing skill in foreign language education is very important, but it has been regarded as a challenging task for some teachers especially in the context of teaching English as a Foreign Language, In this respect, different teaching approaches, including Problem-Based Learning (PBL) have been developed to help learners improve their writing skills. This study sought to investigate the effect of problem-based learning on Iranian EFL learners’ argumentative writing performance. To fulfill the above purpose 46 EFL upper intermediate female learners within the age range of 16-18 were selected through a convenience sampling design, out of a population of 73 learners, based on their performance on a First Certificate in English test (FCE). Then, they were randomly assigned into two groups of problem-based and traditional product- based group. Both groups took a pretest at the beginning of the study to measure the amount of pre-existing knowledge on argumentative writing performance including its components of (Generic features, syntactical language, and spelling) and a post-test in the end to check the effectiveness of the treatment applied. PBL group benefited from PBL method and the control group received traditional writing instruction method. The results of the study, based on the analysis of covariance, indicated that PBL group outperformed the control group in writing performance, including its component of generic features, syntactical language, and spelling. Teachers, EFL learners, material developers, and syllabus designers can be the beneficiaries of this inquiry's outcomes.
Abou-Elhamd, K. A., Rashad, U. M., & Al-Sultan, A. I. (2011). Applying problem-based learning to otolaryngology teaching. The Journal of Laryngology and Otology, 125(2), 117-120. http://dx.doi.org/10.1017/S0022215110001702.
Alarcon, J.B., & Morales, K.N. S. (2011). Grammatical cohesion in students’ Argumentative essay. Journal of English and Literature, 2(5), 114-127.
Alfaro- Lefevre, R. (2017). What is critical thinking, clinical reasoning, and clinical judgment? In Alfaro- Lefevre, R. (Eds.), critical thinking, 1- 20. Elsevier Saunders, Philadelphia.
Alrabai, F. (2016). Factors Underlying Low Achievement of Saudi EFL Learners. International Journal of English Lin-guistics, 6(3), 21-37.
Al-Zu’be, A. F. M. (2013). The Difference between the Learner-Centered Ap-proach and the Teacher- Centered Approach in Teaching English as a Foreign Language. Educational Research International, 2(2), 24-31.
Amogne, D. (2013). Enhancing students ' writing skills through the genre approach. International Journal of English and Literature, (5), 242–248.
Andrews-Weckerly, S., Ferretti, R. P., & Lewis, W. E. (2004). Determinants of the quality of arguments written by students with and without learning disabilities. Paper presented at the Annual Pacific Coast Research Conference. San Diego, CA.
Ansarian, L., Adlipour, A. A., Saber, M. A., & Shafiei, E. (2016). The Impact of Problem- Based Learning on Iranian EFL Learners’ Speaking Proficiency. Advances in Language and Literary Studies, 7(3), 84-94.
Arici, A. F., & Kaldirim, A. (2015). The effect of the process-based writing approach on writing success and anxiety of pre-service teachers. The Anthropologist, 22(2), 318– 327. https://doi.org/10.1080/09720073.2015.11891883.
Arslan, R. Ş., & Şahin-Kızıl, A. (2010). How can the use of blog software facilitate the writing process of English language learners? Computer Assisted Language Learning, 23(3), 183–197. https://doi.org/10.1080/09588221.2010.486575.
Aryanti, N.W.V., & Artini, L.P. (2017). The Impact of Problem Based Learning on Productive Skills and Attitude toward English Language Learning. Advances in Social Science, Education and Hu-manities Research, 134.
Azman, N., & Shin, L. K. (2012). Problem-based learning in English for a second language classroom: Students' perspectives. International Journal of Learning, 18(6), 109-126.
Bacha, N. N. (2010). Teaching the academic argument in a university EFL environment. Journal of English for Academic Purposes, 9, 229-241.
Barrows, H. S., & Tamblyn, R. M. (1980). Problem-based learning: An approach to medical education. Springer Series on Medical Education, 1Bashith, A., & Amin, S. (2017). The effect of problem-based learning on EFL students' critical thinking skill and learning outcome. Al-Talim Journal 24(2), 93-102.
Boud, D., & Feletti, G. (1997). Changing problem-based learning. Introduction to second edition. In D. Boud & G. Feletti (Eds).The challenge of Problem-Based Learning, 2nd edition. London: Kogan Page.
Bryant, S. L., & Timmins, A. A. (2002). Using portfolio assessment to enhance student learning. The Hong Kong Institute of Education, Hong Kong, China.
Carriger, M.S. (2016). What is the best way to develop new managers? Problem-based learning vs. lecture-based instruction. International Journal of Management Education, 14(2), 92–101. doi:10.1016/j.ijme.2016.02.003.
Ceker, E., & Ozdemli, F. (2016). Features and characteristics of problem Based learning. Cypriot Journal of Educational Sciences, 11, 195-202.
Chanie, B.S. (2013). Assessing pre- engineering students ' writing errors at Bahir Dar University, Ethiopia. J. Media Commun. Stud, 5(3):20-24.
Clarke, J. L. (1987). Curriculum renewal in foreign language learning. Oxford: Oxford University Press.
Connor, U. (1990). "Linguistic/Rhetorical measures for International persuasive student writing". Research in the Teaching of English, 24, 67-87
Crossley, D. J., & Wilson, P. A. (1979). How to argue: An introduction to logical thinking. New York: Ransom House.
Dharma, I. P. S., Marhaeni, A. A. I. N., & Budasi, I. G. (2014). The effect of problem based learning and performance assessment on students’ reading and writing competences. E- Journal Program Pascasarjana Universitas Pendidikan Ganesha, 2.
Dharma, I.P.S., & Adiwijaya, P.A, (2018). The effects of Problem based learning and self-assessment on students' writing competency and self-regulated learning. SHS Web of Conferences 42,
https://doi.org/10.1051/shsconf/20184200036.
DuckWorth, E. (2009). Helping Students Get to Where Ideas Can Find Them. The New Educators, 5, 185-188.
Faraj, A. K. A. (2015). Scaffolding EFL stu-dents’ writing through the writing pro-cess approach. Journal of Education and Practice, 6, 131–141.
El-Henawy, W.M.., Dadour,E.M., Salem, M.M., & El-Bassuony,J.M. (2012).The Effectiveness of Using Self-Regulation Strategies on Developing Argumentative Writing of EFL Prospective Teachers. Journal of the Egyptian Association for Reading and Knowledge affiliate of the International Reading Association, 27, (1) 1-28.
Felton, M., Crowell, A., & Liu, T. (2015). Arguing to agree: Mitigating my-side bias through Consensus-seeking dialogue. Written Communication, 32(3), 317–331.
Geisli, Y. (2009). The effect of student cen-tered instructional approaches on stu-dent success. Procedia Social and Be-havioral Sciences, 1(1), 469-473.
Gorghiu, G., Draghicescu, L. M., Cristea, S., Petrescu, A.-M., & Gorghiu, L. M. (2015). Problem- Based Learning—an Efficient Learning Strategy in the Sci-ence Lessons Context. Procedia—Social and Behavioral Sciences, 191, 1865-1870.
Hallinger, P., & Bridges E. M. (2016). A systematic review of research on the use of problem-based learning in the preparation and development of school leaders. Educational Administration Quarterly 53(2), 1-34.
Hashemi, M.R., Behrooznia, S., & Mohaghegh Mahjoobi, F. (2014). A Critical Look into Iranian EFL University Students’ Critical Thinking and Argumentative Writing. Iranian Journal of Applied Linguistics (IJAL), 17(1), 71-92
Hirose, K. (2003). Comparing L1 and L2 organizational patterns in the argumentative writing of Japanese EFL students. Journal of Second Language Writing, 12(2), 181- 209.
Hmelo, C. E. (2004). Problem-based learning: what and how do students learn? Educational Psychology Review, 16(3), 235-266.
Hmelo-Silver, C.E. (2013). Creating a learning space in problem based learning. Interdisciplinary Journal of Problem based learning, 7(1), 5.
Hmelo-Silver, C.E., & Barrows, H.S. (2006). Goals and strategies of a problem based learning facilitator. The interdisciplinary journal of problem based learning, 1(1), 21-39.
Hmelo-Silver, C.E. & Eberbach, C. (2012). Learning theories and problem based learning. Innovation and Change in Professional Education, 8(1), pp. 3-17.
Hmelo-Silver, C. E., Duncan, R. G.,& Chinn, C. A. (2007), “Scaffolding and achievement in Problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark”, Educational Psychologist, 42 (2), 99–107.
Hung, W. (2009). The 9-step problem design process for problem-based learning: Application of the 3C3R model. Educational Research Review, 4(2), 118-141.
Hung, W. (2013). Problem-based learning: A learning environment for enhancing learning transfer. New Directions for Adult and Continuing Education, 137, 27- 38.
Jabali, O. (2018). Students' attitudes towards EFL university writing: A case study at Najah National University, Palestine. Heliyon, 4 (11).
Jalani, N. H., & Sern, L. C. (2015). Efficiency Comparison between Example-Problem-Based Learning and Teacher-Centered Learning in the Teaching of Circuit Theory. Procardia—Social and Behavioral Sciences, 204, 153-163.
Jones, L. (2007). The Student-Centered Classroom. Cambridge: Cambridge University Press.
Jumariati, J., & Sulistyo, G. (2017). Problem-based writing instruction: Its effect on students' skill in Argumentative writing. Araba World English Journal (AWEJ), 8 (2).
Kohonen, V., Jaatinen, R., Kaikkonen, P., & Lehtovaara, J. (2014). Experiential learning in foreign language education. NY and London: Routledge.
Kobayashi, H., & Rinnert, C. (2008). Task response and text construction across L1 and L2 writing. In R. M. Manchón & P. De Haan (Eds.), Writing in foreign language contexts: Research insights. Journal of Second Language Writing, 17(1), 7-29.
Kumar, R., & Refaei, B. (2017). Problem based learning pedagogy fosters stu-dents' critical thinking about writing. Interdisciplinary Journal of Problem based Learning, 11(2), 1.
Lin, L. F. (2015). The impact of problem based learning on Chinese-speaking elementary schoolStudent’s English vocabulary learning and use. System, 55, 30–42.
Lin, L.F. (2017a). Impacts of the Problem based learning pedagogy on English learners' reading comprehension, strategy use, and active learning attitudes. Journal of Education and Training Studies, 5(6), 109-125.
Lin, L.F. (2017b). Integrating the problem based learning approach into a web-based English reading course. Journal of Educational Computing Research, 0(0), 1-29, 0735633117705960.
Liu, F., & Stapleton, P. (2014). Counter argumentation and cultivation of Critical thinking in Argumentative writing: Investigating wash back from a High-stakes test. System, 45,117- 128.
Malik, M. A., & Iqbal, M. Z. (2011). Effects of problem solving teaching strategy on problem solving and reasoning ability of 8th graders. International Journal of Academic Research, 3(5), 80-84.
Marra, R., Jonassen, D. H., Palmer, B., & Luft, S. (2014). Why problem- based learning works: Theoretical foundations. Journal on Excellence in College Teaching, 25(3-4), 221-238.
McNamara, T. (2000). Language testing. In H. G. Widdowson (Series Ed.), Oxford Introductions to Language Study. Oxford: Oxford University Press.
Merkel, W. (2018). Role reversals: A case study of dialogic interactions and Feedback on L2 writing. Journal of Second Language writing, 39, 16-28.
Muller, A., & Gregoric, C. (2017). The impact of explicit instruction and corrective feedback on ESL postgraduate students’ grammar in academic writing. Journal of Academic Language and Learning, 11(1), A125-A144.
Othman, N., & Shah, M.I.A. (2013). Problem-Based Learning in English Language Classroom. English Language Teaching; 6(3), 125-134.
Prince, M.J., & Felder, R.M. (2006). Inductive teaching and learning methods: definition comparisons and research bases. Journal of Engineering Education, 95, 123-137.
Qin, J., & Karabacak, E. (2010). The analysis of Toulmin elements in Chinese EFL University argumentative writing. System, 38(3), 444–456.
Richards, J. C., & Schmidt, R. (2010). Longman dictionary of language teaching and applied linguistics (4th ed.). London: Longman (Pearson Education).
Richards, J., & Sandy, C. (2015). Passages 2. New York: Cambridge University Press.
Sangestani, G., & Khatiban, M. (2013). Comparison of Problem-Based Learning and Lecture-Based Learning in Midwifery. Nurse Education Today, 33, 791-795.
Savery, J.R. (2006). Overview of Problem-Based Learning: Definitions and Dis-tinctions Interdisciplinary Journal of Problem-Based Learning, 1(1), 9-20.
Seow, A. (2002). The Writing Process and Process Writing. In J. Richards &.W.Renandya. (Eds). Methodology in Language Teaching: an Anthology of Current Practice. Cambridge: Cambridge University Press.
Selvaraj, M., &Abdul Aziz, A. (2019). Systematic review: Approaches in teaching writing skill in ESL classrooms. International Journal of Academic Research in Progressive Education andDevelopment, 8(4), 450–473. http://dx.doi.org/10.6007/IJARPED/v8- i4/6564.
Sockalingam, N., Rotgans, J., & Schmidt, H. G. (2011). Student and tutor perceptions on attributes of effective problems in problem-based learning. Higher Education, 62(1), 1-16. http://dx.doi.org/10.1007/s10734-010-9361-3.
Şendağ, S., & Odabaşı, H. F. (2009). Effects of an online problem based learning course on content knowledge acquisition and critical thinking skills. Computers & Education, 53(1), 132-141. http://dx.doi.org/10.1016/j.compedu.2009.01.008
Shamir, A., Zion, M., & Levi, O. S. (2008). Peer tutoring, metacognitive processes and multimedia problem-based learning: The effect of mediation training on critical thinking. Journal of Science Education and Technology, 17(4), 384-398. http://dx.doi.org/10.1007/s10956-008-9108-4
Simons, K., & Klein, J. (2007). The impact of scaffolding and student achievement levels in a problem-based learning environment. Instructional Science, 35(1), 41, (32).
Steinlen, A. K. (2018). The development of German English writing skills in a bi-lingual Primary School in Germany. Journal of Second Language Writing, 39, 42-52.
Stentoft, D. (2017). From saying to doing interdisciplinary learning: Is problem‐based learning the answer? Active Learning in Higher Education, 18(1), 51‐61.
Strobel, J., & Barneveld, A. (2009) “When is PBL more effective? A meta-synthesis of Meta-analyses comparing PBL to conventional classrooms”. Interdisciplinary Journal of Problem-Based Learning, 3 (1) 44-58.
Su Ping, R. L., Verezub, E., Adi Badi-ozaman, I. F. b., & Chen, W. S. (2019). Tracing EFL students’flipped classroom journey in a writing class: Lessons from Malaysia. Innovations in Education and Teaching International, 1-12. doi:10.1080/14703297.2019.1574597.
Suyoga-Dharma, I.P., Marhani, A.A.I.N., & Budasi, I.G. (2014). The effect of problem-based learning and performance assessment.
